Archives Natural science is a fun science. I know the world: geography and natural history for kids

Technology for the formation of natural science concepts of preschoolers and primary schoolchildren

Natural science and mental activity

Preparing the younger generation for an independent life is impossible without a natural science education. Teaching natural science ensures the comprehensive development and education of the child's personality.

Enormous achievements and successes in the field of natural science research (in physics, chemistry, biology and other sciences) were reflected in the organization of the learning process for preschoolers and younger schoolchildren.

Natural science for children is a system of classes to get acquainted with nature, an experimental activity based on the totality of the natural sciences. In children of preschool and primary school age, when studying various objects of nature, their functions, structure, properties, mental abilities develop, active mental activity is formed, which allows the child to analyze, compare, model, highlight the main thing, put forward a hypothesis and defend his point of view.

One hundred thousand "why"

In Western countries, the simplest natural science experiments are included in various methods of early development. In the classroom, kids are taught how to grow seeds, observe changes in nature, study the action of magnetic fields, create salt crystals, etc.

For the effective development in children of a sustainable interest in learning and the process of assimilating new knowledge, natural science classes are held in a relaxed playful way. It is absolutely not necessary to have special professorial knowledge in the field of natural science in order to captivate a child, giving him a magical world of amazing discoveries and giving him the opportunity to develop his creative potential.

"How" and "why" - the eternal questions of little inquisitive whys require exhaustive interesting answers. Experimental activities with children can help answer these endless questions. For example, experiments with ordinary water will clearly demonstrate to children how it rains, carrying out simple chemical reactions will help to show a volcanic eruption, etc.

Exposure tricks

Interesting play activities and experiments in natural science can intrigue any child. In the theoretical part of the lesson, the teacher in an interesting form accessible to kids provides natural science information, which he reinforces with experimental work with the indispensable active participation of children. Kids during the experiments feel like professors, scientists, discoverers or real magicians.

Experimental classes on the formation of natural science concepts give children an exciting game, during which the assimilation of complex knowledge, skills and abilities necessary in later life takes place.

New practical course

"EXPERIMENTARIUM from A to B"

on the formation of natural science concepts of preschoolers and younger schoolchildren since September 2016.

For children from 6 to 10 years old. Practice and experiments!

Call, come with your children to partner clubs where there are BAKALIBRIKI. You are always welcome!

Additional educational program in natural science

"Young geographer" (6-7 years).

Table of contents:

Explanatory note

Educational and thematic plan

Content

Methodological support

Bibliography

Explanatory note.

Geography can be considered the key to the unknown world. The word geography in Greek means “knowledge about the Earth”, about our common home planet Earth and about the relationship between people and the Earth itself, which is extremelyrelevant problem of the present. Every year its sound becomes stronger, because it is already “completely clear that the “production” of material goods planned by man sometimes simultaneously acts as a disastrous effect, that it threatens with the complete destruction of all life on Earth, including man himself.

Therefore, as an additional education, the natural science direction was taken.It forms the cognitive development of children, promotes the development of curiosity, interest in the objects of the world around. During the course, children will be able to consolidate knowledge about the planet Earth, about the properties and relationships of objects in the surrounding world, about the features of its nature.

Target: the formation of children's primary ideas about the planet Earth as a common home for people, about the features of its nature, about the properties and relationships of objects in the surrounding world.

Tasks:

1. To give children an initial elementary idea of ​​the planet Earth.

2. To study the internal structure of the Earth. What happens and how these changes affect a person.

3. Introduce children to the main features of the planet's relief: volcanoes, mountains, lakes, seas, rivers. How did they appear and what role do they play for the planet.

4. To develop the mental ability in children: analyze, compare, generalize.

5. To consolidate the ability of children to use devices - assistants when conducting games - experiments.

6. Cultivate curiosity, interest in planet Earth.

7. To cultivate a caring attitude towards everything that surrounds a person.

The program is designed for children 6-7 years old. The duration of the lesson is 30 minutes. 1 time per week is designed for 1 year.

Forms of work : conversations, games, theoretical studies, experimental activities.

Forms of organization of activities : Collective, group.

Expected Result:

Be able to identify natural objects on a physical map.

apply geographical knowledge to explain various phenomena and processes;

apply geographical knowledge and skills in everyday life to preserve the environment and socially responsible behavior in it;

increase your horizons;

use the acquired knowledge and skills in practical activities and everyday life.

Performance form determined through conversation.

Summing up form . At the end of the year, a quiz is held for the entire course.

Educational and thematic plan

September

A week

Topic

Target

1.

Conversation with children "Earth is our home in the Universe"

Introduce children to planet Earth.

2.

Birth of the Earth

To give children an idea of ​​​​how the Earth appeared. Cultivate curiosity and interest in children.

3.

Man explores the earth

Tell the children about the people who explored the Earth, show on the map where their path passed.

4.

Maps and globe

To give children an idea of ​​a map, a globe. What they are, what they look like. For what

October

5.

The internal structure of the Earth. (Experience the force of gravity)

Tell children about the internal structure of the Earth, which serves as the basis for the world around us.

6.

External structure of the Earth.

Tell children about the external structure of the Earth, which serves as the basis for the world around us.

7.

The world of minerals. (collection of stones)

Show and tell children about minerals.

8.

Minerals.

To form children's knowledge about minerals

November

9.

Breath of the Earth (Volcano Experience)

To consolidate the knowledge of children about such a phenomenon of the Earth as a volcano. Its occurrence on the surface of the earth's crust.

10.

Who shakes the earth?

To acquaint children with a natural phenomenon - an earthquake. How does it arise?

11.

The mountains.

Introduce children to the formation of mountains. (Experience "how the hills appear")

12.

Plains

To consolidate the knowledge of children about the plains.

December

13.

desert

Tell and show the children where the deserts are and what natural phenomena are associated with them

14.

How do mountains collapse?

To consolidate children's knowledge about the elements that destroy mountains.

15.

Earth's water (hydrosphere)

Introduce children to the term hydrosphere. Tell the children where and in what form there is water.

16.

To consolidate knowledge about the water cycle in nature.

January

17.

Oceans and seas.

Show and tell on the map where the oceans and seas are.

18.

To consolidate the knowledge of children about sea salt water. What does it depend on? Compare fresh water with salt water. A glass of fresh water.

19.

Currents and tides.

To acquaint children with such natural phenomena as currents and tides. Explain how they affect nature.

February

20.

Wind waves and tsunamis.

Tell the children about such a thing as a wave. Where does she come from and where does she go?

21.

Rivers

Invite the children to familiarize themselves with the scheme of the structure of the river. Name and learn the rivers of the region.

22.

Lakes.

To consolidate children's knowledge about the natural accumulation of water on land - lakes. Consider the classification of lakes. An experience.

23.

Glaciers

To fix the concept of a glacier with children. Consider where they are. What benefit or harm they bring to nature.

March

24.

The groundwater

To form children's knowledge about groundwater. Explain to children a natural phenomenon - a geyser.

25.

To form children's knowledge about the air shell. Consider the structure of the atmosphere.

26.

Clouds and precipitation.

To consolidate children's knowledge about the formation of clouds and precipitation. Discuss different types of rain with children.

27.

Where does the wind come from? (experiment with turntables)

We consolidate children's knowledge about the wind. To give the concept to children what a calm, storm, hurricane, tornado is.

28.

Amazing sky.

We consolidate children's knowledge about a natural phenomenon - a rainbow, a mirage, aurora.

April

29.

Weather.

To form children's knowledge about the weather. We consolidate knowledge about the meteorological station. What are people who predict the weather called?

30.

We consolidate the ability to compare and analyze the weather according to the weather calendar.

31.

What is climate?

To form children's knowledge about the climate.

32.

natural areas

To form children's knowledge about natural areas. Observation of the change of natural zones on the map.

May

33.

Consider with children on the map the change of plants in natural areas.

34.

Parts of the world

Tell and show children to children about parts of the world.

35.

36.

Final lesson "Our home is the Earth"

Display of an open lesson

The content of the studied course of the program

September

Topic#1 . Conversation with children "Earth is our home in the Universe"

Children learned where the planet Earth is in the solar system. Considered its difference from other planets.

Topic#2 Birth of the Earth.

Children according to the scheme learned how the process of the birth of the Earth took place.

Topic#3 Man explores the earth.

Children learned about explorers, navigators who explored the Earth.

Topic#4 Maps and globe.

Children got a visual representation of the map. Learned the difference between a map and a globe. Maps can identify natural objects by color scheme.

October

Topic#5 The internal structure of the Earth. Experience the force of gravity.

Children learned about the internal structure of the Earth, which serves as the basis of the world around us. From experience, we realized that the Earth has the power to attract everything to itself.

Topic#6 External structure of the Earth.

Children got acquainted with the external structure of the Earth.

Topic number 7. The world of minerals. (collection of stones).

The children got acquainted with the collection of stones.

Topic#8 . Minerals.

Children learned what minerals are, where they can be found. How does one use them.

November

Topic#9 Breath of the Earth (Volcano Experience).

Children learned about such a phenomenon of the Earth as a volcano. We clearly examined how lava is ejected from the earth's crust.

Topic №10 Who shakes the earth?

With the help of experience, the children got acquainted with a natural phenomenon - an earthquake.

Topic №11 The mountains.

Children visually examined how mountains are formed, due to which elevation occurs.

Topic №12 Plains.

Children got acquainted with a natural object - a plain. They learned the name of the plain on which,

we live.

December

Topic №13 Deserts.

The children got acquainted with the natural object of the desert, with the help of a map they determined where they are and found out what natural phenomena are associated with them. Map work.

Topic №14 How do mountains collapse?

The children got acquainted with the elements that destroy the mountains (Presentation "Elements"). They learned about the natural objects that are formed as a result.

Theme №15 Water of the Earth (hydrosphere).

Children got acquainted with the new term hydrosphere - the water shell of the Earth. We remembered in what states water can be found in nature.

Topic №16 Droplet travel. (cycle)

With the help of the diagram, children can tell about the water cycle in nature.

January

Theme №17 Oceans and seas.

Children got acquainted with natural objects - oceans and seas .. They show on the map and name them.

Topic#18 properties of sea water. (An experience)

Dei got acquainted with the properties of sea water. Compare and analyze fresh water with salt water.

Topic#19 Currents and tides.

Children got acquainted with natural phenomena - currents and tides. Explain how they affect nature.

February

Topic №20 Wind waves and tsunamis.

Children got acquainted with such a concept as a wave. Where does she come from and where does she go?

Topic №21 Rivers

Children got acquainted with the scheme of the structure of the river. We learned the name of the rivers of the region.

Theme №22 Lake

The children learned about the natural accumulation of water on land - lakes. Considered the classification of lakes. An experience.

Topic №23 Glaciers.

Children learned what glaciers are, how they form, where they are. What benefit or harm they bring to nature.

March

Topic №24 The groundwater

Children learned about a natural object - groundwater. We got acquainted with a natural phenomenon - a geyser. Show presentation.

Topic №25 Atmosphere - the air shell of the Earth

Children got acquainted with the term atmosphere - an air shell and examined the structure of the atmosphere.

Theme №26 Clouds and precipitation.

Children learned how clouds and precipitation are formed. We examined different types of precipitation with children.

Theme №27 Where does the wind come from? (Experiment with turntables).

Children learned about the wind, where it comes from. What is calm, storm, hurricane, tornado.

Topic#28 Amazing sky.

Children got acquainted with natural phenomena - rainbow, mirage, polar lights. How and under what conditions they are formed.

April

Theme №29 Weather.

Children learned what the weather is, a meteorological station. What are people who predict the weather called?

Topic#30 weather observation method. (an experience)

With the help of the weather calendar, children compare and analyze the weather.

Topic#31 What is climate?

Children got acquainted with the concept of climate.

Theme №32 natural areas.

Children learned about natural areas, how they change. (Working with a map)

May

Topic#33 How do plants adapt to different climates?

Children got acquainted with the reason for the change in natural zones.

Theme №34 Parts of the world

Children got acquainted with parts of the World. Presentation.

Topic#35 Repetition of the material covered

Preparation for the final lesson

Topic#36 Final lesson

Showing the final lesson in the form of a quiz.

Methodological support.

Logistics:

Technical means : laptop, camera, projector, printer.

Equipment: a globe, a physical map, a collection of stones, paintings depicting geographical objects, schemes for the formation of natural objects, an observation album, sand, water, pebbles, a wooden constructor.

Theoretical Classes are held in the form of a conversation, a story, a discussion.

Workshops - a method of observation, excursions, experiments, games.

References:

1) Olga Petrovskaya “About the planet Earth. A million whys. Azbukvarik, 2011

2) Planet "Earth". Encyclopedia.Year of publication: 2005 Publisher: "Rosmen"

3) Geography. Encyclopedia. Year of publication: 2009 Publisher: "Rosmen"
4) Organization of experimental activities for children 2-7 years old: thematic planning / ed. E.A. Martynova, I.M. Suchkov. - Volgograd: Teacher, 2011.

Getting to know nature is often excluded from the list of mandatory developmental activities, such as reading, writing or counting. But in vain! Information about the world around the baby also needs to be submitted, and to do this is not just dosed and systematic, but informative and exciting. After all, if new knowledge finds a response in his soul, they will definitely remain in his memory for a long time.

At the most tender, it would seem, age, the baby absorbs information about what surrounds him, like a sponge. He wants not only to look or listen, but also to touch, smell, pinch, gnaw ... Do not forbid him to explore obviously safe things even in such an interesting way, but help: name everything that the baby is drawn to.

Do not rush to grab onto developing books and notebooks! Your main task now is to expand information about the world around you and increase the vocabulary of the little man.

Workshop

1. Tell your baby about everything that happens every day, and arouse interest: where do we go, what do we learn new things, what do we do, what is happening around? Knowing the world at a young age is a discussion of almost everything that comes along the way.

2. Select any one object (natural phenomenon, playground, vegetation, animals, etc.) and explore it. Choose an object, repeat its name many times, pronounce its constituent parts, if possible, let's touch, feel, compare and generalize. Gradually, as the necessary information accumulates in your memory, move from “I call” to “you call me” (for example, when opening the curtains in the morning, ask: “What is it we have shining in the window?”).

3. Show your baby pictures of various animals, call each one several times. Play a memory and classification game: name the animal, and if it flies (bird, butterfly), the baby should wave its arms, if it swims (fish, crocodile) - pretend as if it swims, if it jumps (frog, grasshopper) - jump, if walks on four paws - clap your hands.

4. After you have "introduced" the child to animals, conduct a generalization session (for this you will need pictures or animal toys). Name different animals and pretend they “talk”: a bee buzzes (f-f-f), a duck quacks (quack-quack), a cat meows (meow-meow), a rooster crows (coo-ka-re-ku), the crow croaks (like a car), the frog croaks (qua-qua), the pig grunts (oink-oink), the horse neighs (hoo-hoo), the goat bleats (be-e-e), the dog barks (woof-woof ), the owl hoots (hoo-hoo), the goose cackles (ha-ha), the cow lows (moo-hoo), the elephant trumpets (too-hoo), the lion roars (rr). It is not necessary to reproduce the voices of all animals in one "lesson". You can do this during other games or on a walk.

Help: educational cartoons. Interactive "lessons" help the baby expand their horizons almost from birth. For example, the cartoons "Baby Neptune - we study water" (gives an idea of ​​​​what the water cycle is in nature, and introduces kids to the oceans, seas, lakes and rivers) or "Local inhabitants" (talks about the differences between domestic and wild animals) from Baby Einstein series are designed for ages 6 months and up! For the little ones, video presentations from the Baby Prodigy series are also suitable: The World Around Us, Nature or Animals.

The kid is just beginning to realize that in addition to the house in which he lives, there are also other houses, streets, cities and countries. So start with the simplest - exploring his own room. You can begin to get acquainted with space by compiling a simple map of the “locality” (it will then be convenient to proceed from it to the study of an ordinary geographical map). Explain to the kid what a “top view” is using an example of a building from a designer - let him climb into a chair and look at his tower. Tell them that objects cannot be depicted on maps and plans in full size. Help him make a plan for the children's room, then the apartment, and then draw together a map of the area of ​​\u200b\u200byour yard.

Now you can start exploring the surroundings. At this age, the baby can and should be shown various manifestations of beauty in the natural world: flowering plants, shrubs and trees, sunsets and sunrises, landscapes at different times of the year, and much, much more. Tell and comment on everything that comes your way: flowers (white, pink or blue, small or large, daisies or dandelions, etc.), animals (little cat, big dog, black crow), houses and playgrounds ( new or old, high or low, wood, brick or concrete, etc.). Take your camera for a walk and capture everything that interests you. Then you can make a photo album from these pictures and “train” on it: name the object, its distinguishing features, location.

Around the world, while the baby is still small, go traveling with the help of your favorite fairy tales and cartoons. For example, rereading “Barmaley” for the night, set a goal the next day to find out where this mysterious Africa is, where small children should not go for a walk?

Workshop

1. Going for a walk, discuss the route in detail. Leaving the entrance, show the crumbs the door and windows of your apartment, and moving away a little - the whole house. Tell me where you will go now - to the store, to the clinic or to the playground, where you will turn and how you will return back (straight, left, left, straight - home).

2. Engage in natural history: while walking, study trees (show where the trunk is, where are the branches, and where are the leaves), insects (flies, dragonflies, butterflies, web spiders, earthworms), collect leaves, twigs and flowers to make a herbarium at home , look at the sky and note any changes in the weather, listen to the sound of the wind and the murmur of water.

3. Let the baby feel and pick: smooth pebbles, rough tree bark, dry leaves, ground wet after rain ... This way you will not only introduce him to objects of nature, but also help him learn a lot about the shape and texture of objects.

4. Start studying animals in more detail. Tell us that there are wild animals (they live in the forest, in the mountains, in deserts), and there are domestic animals (their place is next to a person). Play a game: take animal figurines (possibly from Kinder Surprises) and say that the animals are lost. Invite the baby to help them find their home: some animals need to be sent back to the forest, others to the dollhouse.

5. Gather a bunch of leaves and invite your child to sort them according to some criteria: large or small leaves, green or yellow, birch or oak. Tell him (and show him by tossing the leaves up) what leaf fall is.

6. Do "vegetable" lessons: take two large cups and some vegetables and fruits (one of each kind). Invite the kid to sort them: let him cook “soup” (vegetables) in one cup, and “compote” (fruits) in the other. Tell us a little about each fruit: where it grows, when it ripens, how it is harvested, what can be prepared from it.

To help: developing interactive manuals. Here are some of the popular mobile applications: “Luntik. Exploring the World" (with your favorite cartoon characters, the kid will complete many exciting and interesting tasks and receive a certificate of "World Knowledge Specialist"), "Guessing: Plants" (a cheerful caterpillar will ask hundreds of riddles that will help you learn about the trees and flowers growing around), " Umnyashka "(in a playful way he will introduce the baby to different types of animals and their offspring) and" What grows in the beds "(he will offer to sort vegetables and fruits into baskets and assemble a bright thematic puzzle).

Classes to introduce the baby to the natural world are well timed to coincide with the appropriate time of the year. In summer it is convenient to watch birds and insects, collect material for herbariums and crafts, study flowers and berries, in spring to watch nature wake up, to germinate onions in the window, in autumn to monitor leaf fall and measure the depth of puddles, in winter to conduct experiments with ice and snow, to study the footprints of animals on a white cover.

At about 3-4 years old, the baby begins to ask about what he is interested in: use the “why” period to actively get to know the world around you! At this age, he should already know the name of his native city and the address of his home, distinguish between domestic and wild animals, name their cubs, identify insects and some reptiles (lizard, frog), name several types of trees and flowers, be able to show their parts (trunk, branches and leaves, stem and flower), to know vegetables, fruits, berries and mushrooms, to have an idea about the seasons and weather phenomena.

For a closer contact with nature, use walks. Walk outside every day! Take advantage of every situation. It's raining? Puddles and running streams are a great opportunity to tell a child about the structure of the earth's surface, real rivers and lakes, to teach him to determine the source and mouth, the left and right banks.

Teach your child to notice the seasonal changes that are happening around (buds swelled - leaves appeared) and observe natural phenomena (the sun is shining, it is raining, the wind is blowing). At certain intervals, for example, once every two weeks, come with him to a park or garden and see what has changed? Do not forget that it is very important for kids to reinforce theoretical knowledge with practical ones: conduct experiments, research, draw, color, make herbariums, models.

Workshop

1. Expand children's knowledge about the animal world - play "Who lives where." Build houses from the designer and sign: “stable”, “pigsty”, “shed”, etc. Tell the child which building is intended for which animal, and invite him to send each “owner” to his house.

2. Collect leaves from different trees and various flowers, dry them, paste them into an album and sign them.

3. Store acorns and chestnuts, rowan and hawthorn berries - you can make wonderful beads from them, alternating the berries in a certain order.

4. Watch the life of insects. Show how you can make an "ant farm" (put some soil with ants in a jar, add bread crumbs and small twigs), a house for a ladybug (put leaves in a jar, add a few drops of water and cover with a transparent film) or a spider (in an empty cut out a “window” in a milk carton, put “food” and seal the hole with adhesive tape).

5. Germinate seeds and grow seedlings on a balcony or windowsill. Tell what happens from the moment the seed is planted in the ground until the time it sprouts. Show how plants drink water: put a white flower in a glass and add a little red paint to the water - after a while there will be less water in the glass, and the flower will turn pink.

6. Get a weather calendar and fill it out every day. Hang a thermometer outside the window and teach your baby to determine the temperature outside. Tell us how and when the seasons change.

7. Tell us about what mountains are and make a mini-volcano: glue a cone out of hard cardboard (cut off the top). Place a small plastic bottle inside, into which pour some baking soda and dry paint. Tell your child what a volcanic eruption is and show how it happens: carefully pour vinegar into the neck of the bottle - lava flows immediately from it.

8. Play a game of treasure hunting. Treasure can be any jar with "treasures" (favorite toys, sweets). Draw a simple map and let the child use your clues to find the values.

Help: themed toys. A globe and a magnifying glass, scales and binoculars, a compass and a telescope will help you turn walks into exciting adventures full of unexpected and, most importantly, independent discoveries. They will help you tell your child about the shape of the Earth, teach him to identify parts of the world, show the life of "invisible" insects and instill curiosity.

Around the world

For a four-year-old, a geographical map is a lurid picture. Most likely, he will be able to remember that Antarctica is "somewhere above", and the shape of the Apennine Peninsula is similar to a boot. But to understand what it really is - a map of the world, will not be able to soon. Nevertheless, it is very useful to introduce a child to geography before school: he will expand his horizons by memorizing some concepts, the outlines of continents, the names of states and cities ... In addition, geography is a diverse science, it will help to learn the customs and traditions of the peoples of the world, and also introduce flora and fauna of different countries.

How can you explain to a baby what a map is? Take an orange or grapefruit and say that our Earth is also round in shape. If you try, you can carefully remove the whole peel and spread it on the table - you get two improvised earthly hemispheres, Western and Eastern. Then move on to the regular paper version of the map.

Proceed according to the principle “from big to small”: first show and circle the continents with a felt-tip pen, then the largest islands (such as Madagascar, New Guinea or Greenland), then move on to oceans and seas, countries and cities.

What else can be done at home "lessons" of geography?

• in contour maps, color the continents in different colors that best correspond to them (for example, Africa is yellow because there is a desert);
• draw a marker around the borders of Russia on the map and mark the city where you live. Show Moscow and St. Petersburg, tell us about their main attractions. Display on the map the cities in which your relatives live or in which you and your child were once;
• ask the child to show you some object on the map (for example, Lake Baikal or the Sahara Desert);
• make an “animal map”: stick pictures of animals typical of each country together on a large world map (Antarctica - penguins, Australia - kangaroos, etc.);
• read and learn themed poems with your child. To help you - Andrey Usachev's collection “Entertaining geography. Russia. Europe” (“Azbuka”, 2012).
• draw flags of different countries in the album;
• study photographs of the natural landscape of each country, look at the sights and national clothes;
• cook common dishes of world cuisines;
• watch together a variety of TV shows about travel, which are rich in the airs of the Animal Planet and Discovery channels, as well as thematic infotainment programs like Bad Notes, The World Inside Out, or Eagle and Tails.

Maria Farmagey
GCD in natural science for children of the preparatory group "Water cycle in nature"

Target: introduce children with the water cycle in nature.

Tasks:

1. show significance water for all life on earth;

2. show in what form water exists on earth;

3. introduce some properties water;

4. develop logical thinking;

5. develop a coherent speech: speech-proof, speech-judgment;

6. be able to interpret proverbs and sayings related to water;

7. know the name of the seas, rivers, oceans;

8. use analogy to invent your own stories;

9. educate respect for water;

10. consolidate the rules for safe handling of electrical appliances in everyday life.

AT: Have you heard of water?

They say it's everywhere!

In a puddle, in the sea, in the ocean

And at the faucet

Like an icicle freezes

The forest is foggy,

Boiling on the stove

The steam of the kettle hisses.

We can't wash without her

Don't eat, don't drink!

I dare to tell you:

We cannot live without her.

A conversation is being held "Who needs water?"

Questions:

What do you know about water?

What is she? (fresh, salty, icy, needed, not needed)

Who needs it?

Do you know proverbs about water?

Where is the water? (in rivers, seas, oceans, swamps, streams)

Name the oceans?

What seas do you know?

Can you name the rivers?

AT: Correctly. Think about it and tell me where does the water in the faucet come from?

D: answer.

AT: Correctly. The water we use every day is from the river. droplets water have come a long way. First they swam in the river, then the man sent them into the pipes. But how is a river born? Do you want to know? Let's all go to the mat.

(a piece of blue long fabric is laid out on the carpet, I distribute ribbons to the children)

There are many different rivers on earth, both large and small, they all run somewhere.

A large river is formed from many small rivers and streams. Do you want to make your own big river? Take these ribbons and cords and they will become rivers and streams.

D: - Yes

AT: this is a blue stripe of fabric - the main river, and narrow ribbons are small streams and streams, spread them out around the river so that streams and streams flow into a large river.

Tale of a drop

Oh, where am I going? Shouted a drop of Kapitoshka - I'm scared. Don't be afraid, baby, you're already big, see you soon, Mama Cloud shouted to her. At that moment, a droplet fell on a burdock leaf, and together her little sisters landed with her in the summer rain, added water to the rivers and seas, watered the earth. The sun began to warm up. Ouch! I turn into steam, I fly to the sky again, but I'm not alone, my sisters are with me, and here is my mother cloud.

AT: Did you guys understand what happened to the droplets?

D: Droplets walk on circle.

AT: That's right, this phenomenon is called « The water cycle in nature»

Phys. minute "Rain"

AT: Now let's look at the table. sit down on place showing table « The water cycle in nature»

Water is everywhere. On the surface of the earth, in rivers, streams, seas, oceans. The sun heats the water, it turns into steam, rises up, forming clouds, when they become heavy, then precipitation falls on the earth. What kind of precipitation do you know?

D: give answers.

AT: Now we will see how this happens, I will show you the experience. (I take a boiling electric kettle; children stand at a safe distance)

AT: look guys, I have a kettle of boiling water, it will play the role of the sun, now I will bring a dry glass jar to it. What do you see?

D: the jar is covered with droplets water This water has turned into steam.

AT: right, so it happens in nature and this process is continuous and it is called water cycle in nature.

AT: Guys! Sit down in your seats. Now I will show you one diagram. You redraw it very quickly for yourself and try to tell me about how the droplet turned into a snowflake.

(children draw, I look at the time, if enough, then 2-3 stories, no, then 1)

Outcome: today we met with water cycle in nature. All good fellows.

Related publications:

Research project for children of the preparatory school group "The World of Water" The project is focused on the study of issues related to the water world. This project allows you to expand and deepen the knowledge of preschoolers in the water.

Synopsis of direct educational activities in the senior group "Water cycle in nature" Integrated areas: Cognition, Communication, Socialization. Form of activity: joint activity of the teacher and children

Abstract of the lesson "The water cycle in nature" Summary of the integrated GCD for children of senior preschool age "Water cycle in nature" Compiled by: Prokhorova M. M. Integration.

Lesson in the preparatory group "Water cycle in nature" The teacher makes a riddle: It lives in the seas and rivers, But it often flies through the sky And how it gets bored with flying On the ground again.

It is very difficult for children to explain about the water cycle in nature. I offer a mini-tale on how this can be done in the middle and senior groups. Mini.

Reflecting on this, I determined the goal of my science lessons: to teach children to be reasonable about any question about nature and to be able to find an answer in the literature, plan and carry out independent observation, gain new knowledge, make assumptions and test them under experimental conditions.

This distinguishes the course "Natural Science" by E.V. Chudinova, E.N. Bukvareva from other natural history courses.

You can teach children the ideas that are part of the modern scientific picture of the world, removing all the "scaffolding" with which it was built. But the picture of the world continues to change, especially rapidly in recent times. Therefore, it is necessary to help children master not only knowledge about nature, but also ways to obtain this knowledge.

The subject of the course is E.V. Chudinova is the experimental method of the natural sciences, or, according to Newton's metaphor, learning to "throw pebbles" (explanatory ideas) into the ocean of sensory experience. Course E.V. Chudinova is based on the theory of educational activity by D.B. Elkonina - V.V. Davydov, the main method of teaching is setting a system of educational tasks for children.

In the Natural Science course, the system of educational tasks is organized around the resolution of scientific disputes (an experiment as a way to verify the correctness of a particular assumption).

Already in the first grade, children learn how to obtain information about the world around them and discover an experiment with which they can test their assumptions.

Children enjoy hands-on activities, for example with plants. In the lesson we try to plant plants ourselves. We jointly isolate the problem - is it necessary to distribute the seeds far or close from each other when planting? We put forward a hypothesis - when plants grow close, they interfere with each other. We determine the method of verification - experiment. We prepare, soak the seeds of any plants, then plant them in two boxes. In one - a lot of seeds, in the other - 2-3 seeds. We make an assumption: “If the hypothesis is true, then what will we see in the 1st box? And in the second? What will be the plants? We sketch the results of the experiment in notebooks. What did the children learn by doing this work? Ask questions, make assumptions, record the process in the form of a symbolic record. Finally, they gained practical experience in proper planting.

And most importantly - the children actively thought! What interests children, allows them to recognize the unusual in the ordinary, expands their life experience, then truly develops them. This is facilitated by creative tasks. For example, this. In the famous Russian folk tale "Teremok", a frog, a rooster, a mouse, a hedgehog, a fox, a hare, a wolf settled in one house. Can all these animals really be in the same natural community? In the course of the discussion, we find out what a community is, according to what laws it is formed, what influence the representatives of the community have on each other, what is the danger of breaking ties in the natural community. Students confirm their judgments, assumptions with the text of a textbook or articles from encyclopedias, and at home they sketch different communities.

The continuation of these lessons can be creative work on the topic “What animal could you invite to visit, in the vicinity of your city, providing all the conditions for life?”. To do this, we advise children to use the invitation:

“Dear...! I invite you to visit. Our area has a wonderful...”

In the final work on the topic "Natural communities" there were the following tasks:

1. Emphasize the ways animals adapt to living conditions in the aquatic environment: bright colors, air supplies, strong smell, thick fur, fatty layer.

2. Write to which natural community these animals and plants belong: clover, bumblebee, partridge, grasshopper, lark, cornflower, butterfly, millet.

Starting from the 1st grade, we learn to work with text. We use not only scientific texts, but also artistic ones. Here is a lesson from 1st grade.

Works of writers-naturalists as a source of knowledge about nature

Developing goals: the ability to find informational words in the text, use them to confirm their hypotheses; creative thinking; the ability to correlate their knowledge and knowledge existing in culture.

Educational objectives: to give the concepts of early and late spring; to establish the relationship between animate and inanimate nature; introduce a new source of knowledge.

Equipment: rulers, pencils, album page divided into 4 parts, printed sheet with texts.

Lesson steps:

1. Let's start the lesson of listening to the "sounds of nature". We listen to the sounds and draw what we imagined when we heard them.

2. What did you draw?

At what time of the year does this natural phenomenon occur? (Most often in spring and summer).

3. Have you ever watched a thunderstorm? What time of year?

What happens in nature when a thunderstorm starts?

What source of information did you use to tell us about a natural phenomenon, a thunderstorm? (Observations).

4. Our life experience and our observations allowed us to make the assumption that the thunderstorm begins in May.

Is it possible to find confirmation of this hypothesis?

What sources can be used for this?

Let's clarify what hypothesis we are looking for confirmation? (Thunderstorms first come in the spring.)

We will use the leaflets with texts that are prepared for you.

a) Read the texts;

b) Are there any among these texts that can be used to accompany the sounds heard at the beginning of the lesson?

Let's read. Let's see if our drawings match the descriptions in the text? When does a thunderstorm happen? (Spring). Confirm with text.

In the woods

Spring is coming. The forest wakes up after a long winter sleep. At this time, every tree comes to life. Somewhere deep in the ground, the roots are already absorbing the moisture of the thawed soil.

Spring juices rise in a mighty stream up the trunk to the branches, fill the buds, and they inflate, swell, just about ready to burst and unfold the first green foliage. (According to G. Skrebitsky).

spring

Warm. The air temperature rises. The snow had almost melted, leaving only patches of snow left.

The sun is very warm, although there are frosts at night. Ice breaks on large rivers. In the last days of April or early May, the first spring thunderstorms occur.

Sky is blue. Most trees are starting to unfurl their leaves. (According to Arkhangelsk).

First thunderstorms

The sky suddenly darkens. A storm is coming. All birds are silent. There is silence in the warm air filled with the scent of flowers. Suddenly there is a deafening thunder, lightning flashes, and a downpour begins. A blessed downpour, which plants need so much. However, this is not for long. The sky is quickly clearing, and the sun is shining again, streams are murmuring and sparkling everywhere. The birds sing louder than before. (According to G. Armand-Tkachenko).

Animals in spring

In the spring, the animals wake up from their winter hibernation.

The bears come out of their dens after the opening of the rivers. When the sun warms up more and there are more clearings on the hillocks, she-bears and cubs come out of their dens.

Hedgehogs also wake up under heaps of tree leaves, where they slept from autumn until spring.

Squirrels, hares, foxes, bears, moose and other animals molt in spring. All of them change a thick and warm winter coat for a lighter summer coat.

In spring, forest animals have cubs - forest babies.

A squirrel has 4-7 tiny blind squirrels in its nest.

When the April sun warms the earth and the young green appears, the fox will have five or eight blind, but strong foxes. They will start running out when they become sighted and overgrown with fur. (According to M. Bogdanov).

c) Teacher: We conclude that the heat of the sun, which is gaining strength in the spring, helped to form clouds, and they rain down on the ground, and even with thunderstorms.

1. What happens after rain in inanimate nature? What temperature? (Confirmation by text). What does the author call the downpour? (Blessed).

2. What other processes occur after a thunderstorm (according to the text)? (Leaves appear, birds sing).

Can we write these processes in the first column? (Not).

What should we name the first column? ("Changes in inanimate nature").

We have already painted a picture of spring. And back to this time of the year. People say there are three springs. (The teacher reads V. Bianki "Three Springs").

Do thunderstorms occur in early or late (late) spring?

Homework number 1. Watch for changes in nature and note the date of the first thunderstorm.

3. We work with a table to record observations of changes in nature. (See table).

In the second column, draw the processes that are described in the text "In the forest" (budding, sap flow). When did the first kidneys appear?

Homework number 2. Watch for changes in nature and note the date the leaves appeared.

4. What processes occur in the life of animals? We note these changes in the 3rd column of the table.

5. What happens in a person's life in spring? (Preparation for sowing).

Homework number 3. Bring a jar of soil so that we can sow flower seeds.

Lesson results. What did we know about spring before this lesson? What have you learned? Let's capture new knowledge.

Knew:

Learned:

Thunderstorm; weather in spring; molting; changes in nature in early, late spring; sap flow.

How did we get the information? (With the help of text).

Can we use this source to obtain other knowledge about nature?

Nina Sannikova

Illustration from the website: http://www.povodok.ru/main/main_vip/art7679.html